Publication Cover
Culture and Education
Cultura y Educación
Volume 24, 2012 - Issue 3
268
Views
3
CrossRef citations to date
0
Altmetric
Original Articles

La estrategia preguntas-respuestas como clave de la enseñanza comprensiva del deporte en Educación Física estudio de casos

Question-answer strategy as key change of sports comprehensive teaching in Physical Education: Case studies

, &
Pages 273-288 | Received 15 Nov 2010, Accepted 01 Jun 2011, Published online: 23 Jan 2014

Referencias

  • Allison, S. & Thorpe, R. (1997). A comparison of the effectiveness of two approaches to teaching games within physical education. A skills approach versus a games for understanding approach. The British Journal of Education, 28 (3), 9–13.
  • Bayer, C. (1986). La Enseñanza de los juegos deportivos colectivos. Barcelona: Hispanoeuropea.
  • Bunker, D. & Thorpe, R. (1982). A model for the teaching of games. Bulletin of Physical Education, 18 (1), 5–8.
  • Butler, J. I. (1996). Teacher responses to Teaching Games for Understanding. Journal of Physical Education, Recreation & Dance, 67 (9), 17–20.
  • Contreras, O., De LA Torre, E. & Velázquez, R. (2001). Iniciación deportiva. Madrid: Síntesis.
  • Conway, P. F. & Clark, CH. M. (2003). The journey inward and outward: a re-examination of Fuller's concerns-based model of teacher development. Teaching and Teacher Education, 19, 465–482.
  • Devís, J. (1996). Educación física, deporte y curriculum. Madrid: Visor.
  • Flick, U. (2004). Introducción a la investigación cualitativa. Madrid: Morata.
  • Forrest, G., Webb, P. & Pearson, P. (2006). Teaching Games for Understanding (TGfU): A Model for Pre Service Teachers. Obtenido el 23 de abril de 2008, desde http://www.penz.org.nz/downloads/IchperConf/ FOR06014_final.pdf.
  • Fullan, M. & Hargreaves, A. (2002). Teacher development and educational change. En M. Fullan & A. Hargreaves (Eds.), Teacher Development and Educational Change (pp. 1–9). Londres: Falmer Press.
  • Fuller, F. F. (1969). Concerns of teachers: A developmental characterization. American Educational Research Journal, 6, 207–226.
  • Fuller, F. F. & Bown, O. H. (1975). Becoming a teacher. En K. Ryan (Ed.), Teacher education 74th Yearbook of the National Society of Education (pp. 25–52). Chicago: University of Chicago Press.
  • Gairín sallán, J. & Muñoz moreno, J. L. (2008). El agente de cambio en el desarrollo de las organizaciones. Enseñanza, 26, 187–206.
  • Grehaigne, J. F., Godbout, P. & Bouthier, D. (1999). The foundations of tactic and strategy in team sports. Journal of Teaching in Physical Education, 18 (2), 159–174.
  • Grehaigne, J. F., Richard, J. F. & Griffin, L. L. (2005). Teaching and learning team sports and games. Nueva York: Routledge Falmer.
  • Gréhaigne, J-F., Wallian, N. & Godbout, P. (2005). Tactical-decision learning model and students' practices. Physical Education and Sport Pedagogy, 10 (3), 255–269.
  • Griffin, L. L. & Butler, J. I. (Eds.) (2005). Teaching games for understanding. Theory, research and practice. Champaign: Human Kinetics.
  • Griffin, L. L., Mitchell, S. A. & Oslin, J. L. (1997). Teaching sport concepts and skills. Champaign: Human Kinetics.
  • Gubacs, K. (2004). Implementing a tactical approach into a net/wall games unit. Journal of the Florida Association of Health, Physical Education. Recreation and Dance, 42 (2), 8–10.
  • Gubacs-Collins, K. (2007). Implementing a tactical approach through action research. Physical Education and Sport Pedagogy, 12 (2), 105–126.
  • Havelock, R. G. (1973). A Guide to Innovation in Education. Michigan: Publications Division, Institute for Social Research.
  • Hernández-álvarez, J. L., Velázquez-buendía, R., Martínez-gorroño, M. E. & Díaz DEL Cueto, M. (2010). Creencias y perspectivas docentes sobre objetivos curriculares y factores determinantes de actividad física. Revista Internacional de Medicina y Ciencias de la Actividad Física y el Deporte, 10 (38), 336–355. Obtenido el 1 de septiembre de 2010, desde http://cdeporte.rediris.es/revista/revista38/ artcrencias160b.htm
  • Herzberg, F. (1966). Work and the nature of man. Nueva York: Staple Press.
  • Hord, S. M. (2008). Evolution of the professional learning community: Revolutionary concept is based on intentional collegial learning. Journal of Staff Development, 29 (3), 10–13.
  • Huberman, A. M. & Miles, M. B. (1998). Data Management and analysis methods. En N. K. Denzin & Y. S. Lincoln (Eds.), Collecting and interpreting qualitative materials (pp. 179–210). Thousand Oaks, CA: Sage.
  • Kirk, D. & Macphail, A. (2002). Teaching Games for Understanding and situated learning: Rethinking the Bunker-Thorpe model. Journal of Teaching in Physical Education, 21, 177–192.
  • Knapp, M. (2003). Professional development as a policy pathway. Review of Research in Education, 27, 109–157.
  • Lecompte, M. D. & Schensul, J. J. (1999). Analyzing and interpreting ethnographic data. Walnut Creek, CA: Alta Mira.
  • Light, R. (2003). The joy of learning: Emotion and learning in games through TGfU. Journal of Physical Education New Zealand, 36 (1), 93–99.
  • Light, R. & Butler, J. (2005). Australian and American early career teachers' experiences of TGfU teaching. Physical Education and Sport Pedagogy, 10 (3), 241–254.
  • Light, R. & Fawns, R. (2003). Knowing the game: Integrating speech and action through TGfU. Quest, 55, 161–177.
  • Mccaughtry, N., Sofo, S., Rovegno, I. & Curtner-Smith, M. (2004). Learning to Teach Sport Education: Misunderstandings, Pedagogical Difficulties, and Resistance. European Physical Education Review, 10 (2), 135–155.
  • Mckernan, J. (1999). Investigación-acción y currículo. Madrid: Morata.
  • Mcneill, M. C., Michael, C., Fry, J. M., Wright, S. C., Tan, C. W. K. & Rossi, T. (2008). Structuring time and questioning to achieve tactical awareness in games lessons. Physical Education and Sport Pedagogy, 13 (3), 231–249.
  • Mitchell, S. A., Oslin, J. L. & Griffin, L. L. (2006). Teaching sport concepts and skill. A tactical games approach (2a ed.). Champaign: Human Kinetics.
  • Monereo, C. (2010). La formación del profesorado: una pauta para el análisis e intervención a través de incidentes críticos. Revista Iberoamericana de Educación, 52, 149–178.
  • Nevett, M., Rovegno, I. & Babiarz, M. (2001). Fourth grade children's knowledge of cutting, passing and tactics in invasion games after a 12-lesson unit of instruction. Journal of Teaching in Physical Education, 20, 389–401.
  • Oslin, J. & Mitchell, S. (2006). Game-centered approaches to teaching physical education. En D. Kirk, D. Macdonald & M. O'sullivan (Eds.), The handbook of physical education (pp. 627–651). Londres: Sage.
  • Patton, M. Q. (1990). Qualitative evaluation and research methods (2a ed.). Newbury Park, CA: Sage.
  • Pozo, J. I., Bautista, A. & Torrado, J. A. (2008). El aprendizaje y la enseñanza de la interpretación musical: cambiando las concepciones y las prácticas. Cultura y Educación, 20 (1), 5–15.
  • Rovegno, I., Chen, W. & Todorovich, J. (2003). Accomplished teachers' pedagogical content knowledge of teaching dribbling to third grade. Journal of Teaching in Physical Education, 22, 426–449.
  • Rovegno, I. & Dolly, J. P. (2006). Constructivist perspectives on learning. En D. Kirk, D. Macdonald & M. O'sullivan (Eds.), The handbook of physical education (pp. 242–261). Londres: Sage.
  • Rovegno, I., Nevett, M., Brock, S. & Babiarz, M. (2001). Teaching and learning basic invasion-game tactics in 4th grade: a descriptive theoretical perspectives. Journal of Teaching in Physical Education, 20 (4), 370–388.
  • Stake, R. E. (1995). The Art of Case Study Research. Thousand Oaks: Sage.
  • Tallir, I. B., Lenoir, M., Valcke, M. & Musch, E. (2007). Do alternative instructional approaches result in different game performance learning outcomes? Authentic assessment in varying game conditions. International Journal of Sport Psychology, 38 (3), 23–32.
  • Taylor, P. G. (1998). Institutional change in uncertain times: lone ranging is not enough. Studies in Higher Education, 23 (3), 269–279.
  • Thorpe, R. (1992). La comprensión en el juego de los niños: una aproximación alternativa a la enseñanza de los juegos deportivos. En J. Devís & C. Peiró (Eds.), Nuevas perspectivas curriculares en Educación Física: la salud y los juegos modificados (pp. 185–207). Barcelona: Inde.
  • Thorpe, R., Bunker, D. & Almond, L. (Eds.) (1986). Rethinking games teaching. Loughborough: University of Technology.
  • Turner, A. P., Allison, P. C. & Pissanos, B. W. (2001). Constructing a concept of skillfulness in invasion games within a games for understanding context. European Journal of Physical Education, 6, 38–54.
  • Wang, C. L. & Ha, A. (2009). Pre-service teachers' perception of Teaching Games for Understanding: A Hong Kong perspective. European Physical Education Review, 15 (3) 407–429.
  • Webb, P. & Pearson, P. (2008). An integrated approach to Teaching Games for Understanding (TGfU). 1st Asia Pacific Sport in Education Conference. Obtenido el 25 de octubre de 2009, desde http://ro.uow.edu.au/edupapers/52
  • Wright, S., Mcneill, M., Fry, J. & Wang, J. (2005). Teaching teachers to play and teach games. Physical Education and Sport Pedagogy, 10 (1), 61–82.
  • Zabalza, M. Á. (2008). Diarios de clase. Un instrumento de investigación y desarrollo profesional (2a ed.). Madrid: Narcea.
  • Zimmerman, J. (2006). Why Some Teachers Resist Change and What Principals Can Do About It. NASSP Bulletin, 90 (3), 238–249.

Reprints and Corporate Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

To request a reprint or corporate permissions for this article, please click on the relevant link below:

Academic Permissions

Please note: Selecting permissions does not provide access to the full text of the article, please see our help page How do I view content?

Obtain permissions instantly via Rightslink by clicking on the button below:

If you are unable to obtain permissions via Rightslink, please complete and submit this Permissions form. For more information, please visit our Permissions help page.